University Science Teachers as Researchers: Blurring the Scholarship Boundaries
University Science Teachers as Researchers: Blurring the Scholarship Boundaries
复制标题
作为研究人员的大学科学教师：模糊学术界限
DOI：
10.1007/s11165-004-5600-x
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发表时间：
2005
影响因子：
2.3
通讯作者：
Sandra K. Abell
中科院分区：
文献类型：
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作者：
Sandra K. Abell
在本文中，我研究了大学教师在自己的课堂上作为研究者的现象。我使用的三个研究团队，我们研究的例子：（1）学生对科学和社会课程的反应;（2）教师和学生的调查在物理课程的看法;（3）教和学的本质的科学在小学科学教学法课程。除了描述每项研究，我比较他们的目的，研究人员的角色，和采取的行动。我用这些比较来解决意识形态的冲突和困境的所有权，行动，和质量出现在这种研究。最后，我评论大学教师作为研究者的意义，为自己，他们的机构，和研究社区。
In this paper I examine the phenomenon of university teachers as researchers in their own classrooms. I use examples of three research teams in which we studied: (1) student response to a science and society course; (2) teacher and student perceptions of inquiry in a physics course; and (3) teaching and learning about the nature of science in an elementary science pedagogy course. In addition to describing each study, I compare their purposes, researcher roles, and actions taken. I use these comparisons to address the ideological clashes and dilemmas of ownership, action, and quality that arise in this kind of research. Finally, I comment upon the significance of university teachers as researchers for themselves, their institutions, and the research community.